__MAIN_TEXT__

Page 1

The Knox School CO-EDUCATIONAL | ELC TO VCE

Year 9 Subject Selection Handbook 2020


2|


Our Mission “The Knox School enhances and develops the aspiring mind with a passion for life long, local and global discovery and learning.”

Our Vision The Knox School is a secular, coeducational, Early Learning to Year 12 School committed to excellence in education. Our School has an environment which promotes learning as a means of discovery and enjoyment and where enthusiasm and diversity are the central tenets of the program. Each student is encouraged to aim high, to improve daily, to take pride in his or her achievements and to develop effective and worthy ethical values.

School Values It is expected that members of our community will do their best to implement the desired modelling of the values within the total life of the School.

Achievement Accomplishing a ‘personal best’ in the world of work, education or personal development.

Care & Empathy Being emotionally & physically supported, helping others and understanding their perspectives.

Resilience The mental/psychological skill to properly adapt to stress and adversity.

Responsibility Being personally accountable for and able to make decisions influencing a course of action.

Respect Honour or regard for the worth of others.

ContentsF From the Head of Middle School

Page 4

Our Philosophy Page 5 Core Program Page 14 Elective Program Page 29 Assessment & Reporting Page 43 Subject Selection Process Page 44

|3


From The Head of Middle School The Middle School Program is a purposefully designed learning experience that engages students in a challenging academic program within a positive and nurturing environment. The program promotes the development of confident students who are able to problem solve, collaborate and communicate effectively, preparing them for the pace and complexity of the demands of their contemporary context. The unique components of the Year 9 program are designed to create a holistic, engaging and relevant experience for all students. The opportunities allow for students to pursue their passions and interests while developing critical thinking, creativity and character to excel in life beyond school. Students are encouraged to give of their best and are encouraged to engage actively in the rich and varied opportunities on offer. In addition to building confidence and essential skills, the Program fosters sound values of respect and resilience, and an enthusiasm for pursuing opportunities. Leadership, team-building, and social and cultural awareness are further components for exploration within the program. The Middle School teachers look forward to guiding and supporting your child on the exciting learning journey. Mrs Toni-Ann Bright

4|


Middle School Our Philosophy At The Knox School, Year 9 provides an opportunity for students to increasingly pursue their curiosity and challenge themselves by stepping forth into the world. The Year 9 program thus represents the culmination of the middle years: an opportunity to lead, to reflect and to celebrate. It also represents the commencement of the next phase in their lives as emerging independent learners defining a vision for their future that they will then nurture through the senior years.

Our curriculum at Year 9 invites students to use their minds deliberately and respond thoughtfully to personal and community challenges. Year 9 offers rich and varied opportunities for learning grounded in the determination to: • Connect students to each other and the world around them • S hape their thinking and their values towards making responsible decisions • P rovoke their curiosity and the limits of their horizons • Position them as emerging independent learners for the senior years Our programs are built on a philosophy of providing choice, academic and personal challenge, within an exceptional environment of student wellbeing.

|5


Community Learning Developing student agency and an expectation for students to connect to the community is an effective means of developing awareness of self and of others. The School value of Care and Empathy is demonstrated by the student’s participation in service that gives of their time to others. In Year 9, students engage in community learning as part of the Year 9 Camp program and as part of their own sourced learning outside of school hours, promoting wellbeing and contributing to the total development of the student.

6|


Connect Real learning is grounded in relationships. Year 9 is an opportunity to consolidate friendships, to explore our place in the broader community and the world, and through our emerging independence consider how our actions influence the lives of others.

Camps Camps provide the ideal opportunity for students to connect with their peers and their teachers outside of the usual learning environment. The sharing of new experiences and adventures fosters the establishment of a relationship that complements the nurturing environment provided by the School. Communication is key to the success of teamwork and, when combined with aspects of leadership, students develop strong sense of connection and belonging with their peers.

Connect

|7


Shape Successful learning requires expert teaching. The craft of teaching is the wedding of skill with context; matching the need of the learner at the stage of readiness. Teaching changes with the age of the learner. The blended learning environment is one that understands the modern world as an integration of face-to-face and digital learning.

8|


Year 9 Electives The Year 9 Elective program seeks to transform the

learning

experience

and

is

designed

through the principles of purpose of learning, transdisciplinary learning and complex skill development. Term length units of work offer numerous opportunities to experience a range of interest areas across the more traditional disciplines of knowledge. Providing scope and diversity, the electives shape the thinking of students and provide an insight into possible pathways to follow at the VCE level.

Year 9 LINK Classes Technology is present at all levels of education and we are committed to ensuring that online learning occurs in developmentally appropriate and purposeful ways. Contemporary curriculum structures and innovative approaches facilitate programs that encourage students to be digital learners, such as the Year 9 Chinese LINK class. A partnership with Hangzhou Entel Foreign Language School sees students engage and collaborate via video link in Mandarin, enhancing their language skills and shaping them to be digital learners. Data and Growth One of the most powerful tools to inform, engage and create opportunities for students along their education journey, data helps make connections that shape insight and leads to further growth and improvement. It has the potential to transform education into a personalised experience that meets the needs of individual students, identifies gaps in learning and monitors progress over time. When students, parents and teachers have the right data and information to make decisions, students excel. Students are taught how to learn and how to continue to be learners. The willingness to take risks, an openness to new ideas, ability to identify what is not known and good organisation shapes the growth of a student.

|9

Shape


Provoke Learning must be challenging. The challenge in success learning is to position yourself on the cusp of the unknown, drawing on what you know to assist in the learning of new skills, knowledge and understanding. Moving ‘outside the comfort zone’ is part of the challenge of the path to adulthood and a feature at Year 9.

10 |


Year 9 KEEP Year 9 KEEP is a trilogy of programs designed to provoke students’ sense of known travel experiences as part of the desire to position and shape the students ready for life experiences. A City, Coast and Country program aims to develop the student’s independence, providing new experiences that encourage critical and creative thinking, present challenging group work scenarios and employ collaboration and negotiation skills. Our Year 9 students handled these experiences within the KEEP program with confidence and ease.

Year 9 Camp The Year 9 camp completes the KEEP trilogy as the Country component, designed as a team-based, personal and leadership development learning experience for students. It is a positive learning experience intended to provoke students who are both experienced and inexperienced in outdoor environments. The camp builds on the community learning, providing personal, social and leadership development opportunities. Students play a key role in the planning and organisation of the camp, collaborating with their peers and guided by their Tutor.

Provoke

| 11


Position Learning must have purpose. The purpose of learning is to improve ourselves. At Year 9 we may not know what our adult lives will bring, but we can begin to position ourselves to be responsive to our changing world and alert to opportunity.

Developing a skillset Students

need

to

build

self-awareness,

independence and resilience, and this is woven into all programs within the school. By taking responsibility for their own learning and interacting with teachers collaboratively, students are equipped to respond positively to challenges and high expectations, and cultivates a desire to achieve their personal best. The Year 9 curriculum develops a skillset in communication, critical thinking, collaboration and creativity, positioning students favourably with the competencies identified as crucial for the 21st century.

Year 9 Careers Development Solid academic skills of literacy, numeracy and good knowledge base remain foundational elements of a good education but equally so is the positioning of students for a chosen pathway at VCE level. A full time Career’s Practitioner, the Tutor and specific wellbeing program assist students in making choices that are appropriate for their future and equip them with the skills needed to achieve the desired future outcomes.

12 |


Year 9 Tutor The wellbeing of The Knox School students underpins their academic success. A holistic approach to knowing each student is vital in providing the support and encouragement needed to succeed. The positive relationships between staff, students and parents are critical to positive outcomes, and the role of the Tutor is central to this partnership. As the first point of contact, the Tutor is aware of the academic and social needs of each student in their group. Delivering a wellbeing curriculum that is contemporary and responsive to the needs of adolescents, students are positioned to be strong, independent learners who are eager to pursue opportunities.

Position

| 13


CURRICULUM CORE Program The core academic program in Year 9 at The Knox School is studied by all students and provides for instruction in the key skills of literacy and numeracy as well as Science, the Humanities of History and Geography, and Health and Physical Education.

14 |


English Subject Description In Year 9 English, a variety of activities will be undertaken to develop the students’ ability to write for a range of purposes and audiences as well as engage within group discussions and deliver presentations. Students will study a selection of texts types and respond in various creative, informative and persuasive forms. Ongoing work using the English skills workbook will also focus the students learning on grammar, punctuation and literacy skills. Areas of study Analytical text response The power of words: persuasive language and speeches Creating and presenting: novel and poetry Assessment • Text response • Poetry analysis • Oral presentation • Spelling and grammar sheets • English skills workbook • Examinations Resources Texts for study and English skills workbook as per booklist Pathway to future study English is a compulsory subject for all Year 9 students.

| 15


Mathematics Subject Description As in Years 7 and 8, the Year 9 Mathematics course continues to apply a personalised learning model, but using a textbook as the primary resource alongside more formal teacher instruction. Students study the same topic at the same time, but with pre-testing used to determine their starting point. Based on the pre-test, students will receive instruction and complete work suitable to their prior knowledge and skills. Students undertake a common test at the end of each topic, although students progressing into Year 10 concepts within the topic can also be assessed on this supplementary material. In Year 9, students continue to develop their proficiency in understanding, fluency, problem solving and reasoning within three content strands: Number and Algebra, Measurement and Reasoning, and Statistics and Probability. Students apply their knowledge in the above areas to analyse, investigate and solve problems in a variety of situations. They also learn to communicate mathematical ideas and make effective use of technology. Areas of study Number and Algebra Measurement and Geometry Statistics and Probability Assessment • Written tests • Rich learning activities Resources Texts and materials to be purchased as per the booklist TI Nspire CAS calculator Pathway to future study This subject continues to develop students’ mathematical skills on a path to study VCE Mathematics.

16 |


Science Subject Description Students explore ways in which the human body as a system responds to its external environment and the interdependencies between biotic and abiotic components for ecosystems. They will examine electricity and the transfer of energy through an electric circuit. Students are introduced to the notion of the atom as a system of protons, electrons and neutrons, and how elements are arranged in the Periodic Table. They learn that atoms combine in different ways to form compounds and how these compounds can be altered due to different chemical reactions. They will examine the electromagnetic spectrum, and develop an understanding of wavelength and frequency. This course allows students to understand the big ideas involved in current research of science as a whole as well as becoming scientifically literate independent learners. Areas of study Scientific enquiry skills Materials Reaction types Body coordination Ecosystems Electricity Heat, sound and light Assessment • E valuating understanding involving key knowledge, scientific understanding, application of scientific concepts, analysis and evaluation of data • S kills acquired through laboratory tasks, scientific communication, inquiry based learning, and creativity Resources Printed resources: Supplementary worksheets Information Technology: Knox intranet, PowerPoints, interactive digital resources, internet web links Pathway to future study This subject provides the range of knowledge and skills used in the specialised sciences available from Year 10 to VCE.  

| 17


Health and Physical Education Subject Description Year 9 Health and Physical Education is the combination of subjects of Health and Physical Education. Students will undertake a unique innovative program combining traditional and contemporary health and wellbeing topics with Physical Education and activity components. Topics relate to positive relationships, mental health and wellness, systems of the human body and preparation for Physical Education and Health and Human Development for future years. Areas of study How to take positive action to enhance their own and others’ health, safety and wellbeing A focus on the human body systems including the skeletal and muscular system A unit designed to prepare them for both senior Physical Education and Health and Human Development A focus on fitness to determine strengths and areas for improvement A variety of sports used to teach the skills of throwing, catching and kicking Assessment • Individual Projects • Practical Assessment • Interactive assignment, topic reflections and presentations will provide variety and a clear indication of student progress. Resources Year 9 & 10 Fit for Life, Health and Physical Education for the Australian Curriculum Pathway to future study Health and Physical Education leads to Year 10 Health and Physical Education, Year 10 Sports Science, VCE Physical Education and VCE Health and Human Development.

18 |


Geography – Global Impact Subject Description Students’ conceptual thinking is developed through two sub-strands: • Biomes and food security • Geographies of interconnections

Areas of study Biomes and food security investigates the role of the biotic environment and its role in food and fibre production. Geographies of interconnections investigates how people are connected to places throughout the world and how these connections help to make and change places and their environments. Assessment Skills Based Assessment of the following 6 key Geography skills: • Skill 1: Making future predictions • Skill 2: Identifying and explaining spatial distributions • Skill 3: Analysing Interconnections • Skill 4: Data collection • Skill 5: Graphic representation of Data • Skill 6: Evaluating data and drawing conclusions Resources Texts and materials to be purchased as per the booklist Pathway to future study This subject leads to Year 10 Geography.

| 19


History – Making the Modern World Subject Description Students study the Making of the Modern World from 1750 to 1918. It covers the period of industrialisation and rapid change in the ways people lived, worked and thought, the era of nationalism and imperialism, and the colonisation of Australia which was part of the expansion of European power. The transformation of the modern world during a time of political turmoil, global conflict and international cooperation provides a necessary context for understanding Australia’s development, its place within the Asia-Pacific region, and its global standing. Areas of study The Industrial Revolution Making Australia World War I Assessment Skills Based Assessment of the following 6 key History skills: • Skill 1: Chronological sequencing • S kill 2: Historical Inquiry and Referencing (Evaluate and reference useful and reliable sources of information) • S kill 3: Source Analysis (Analysis of different perspectives and interpretations) • Skill 4: Analysis of short and long term cause and effect • Skill 5: Analysis and evaluation of patterns of continuity and change • S kill 6: Evaluation of historical significance of key events / individuals / groups / ideas / places Resources Texts and materials to be purchased as per the booklist Pathway to future study This subject leads to Year 10 History and to VCE History Global Empires.

20 |


Assisted Literacy Offered by invitation only Subject Description This subject is provided for students who have an identified literacy difficulty and who require specialised assistance for developing their literacy skills. The Department of Differentiated Learning coordinates enrolment in this subject. Areas of study Reading – accuracy, fluency and comprehension Writing – spelling, vocabulary, grammar, punctuation and writing for different purposes Oral communication – discussions, debates and presentations Assessment • Classwork Resources Macmillan Education Complete English Basics by Sadler and Sadler as per the booklist Pathway to future study Assisted Literacy provides the opportunity for students to build literacy skills related to English. Assisted Literacy classes run sequentially for three years so students may automatically progress from Year 8 to Year 9 Assisted Literacy. Please note: enrolment in this subject precludes a student from studying a language other than English (LOTE). 

| 21


22 |


Elective Program

Students select to continue their language from Year 8 and four (4) term based electives; or, eight (8) term based electives.

Students will select their study program for Semester One only and then select again towards the end of Term Two for Semester Two.

Selecting a Study Program at Year 9 In selecting their study program for Year 9 at The Knox School students should fundamentally select studies in which they are interested. Every endeavour will be made to enable students to study their desired electives; however, in some instances, students may instead be offered one or more of their alternate selections. All electives are offered subject to the following constraints:

• s tudent interest; classes which do not attract sufficient student interest will not proceed • t eacher availability; some classes may not be able to proceed if a suitable teacher is not available • t imetabling that might prevent students from studying certain combinations of subjects • r esource limitations; some subjects have a quota restriction due to limitations on the resources required e.g. Food Studies.

It is important to note that no VCE subjects, at Years 10 or 11, require the completion of any specific subjects from the Year 9 elective program, except for the study of Languages.

| 23


Languages Subject Description The course aims to consolidate the material covered in the previous two years, and to further develop the four language skills of speaking, listening, reading and writing. Grammar and language structure continue to increase in complexity and the cultural content of the course continues to be an integral part. Areas of study - German Places in a town

Higher numbers

Street names

Clothes and fashion

Summer and winter sports

Prices, shopping and sales

Transport and directions

Describing people

Typical German café food

Weather forecasts and making plans

Areas of study - French Household tasks

Leisure

Daily routines

Outings

Holidays

Health

Working

Fitness

Weekends

Past events

Areas of study – Chinese My studies

Each has its own merits

School life

Traveling

How to get to…

I am sick

Leisure life

A birthday party

Resources Texts and materials to be purchased as per the booklist Pathway to future study This is a two semester elective course and should be taken by all students aiming to continue with Languages in Year 10 and beyond. This study leads sequentially to VCE Languages in Years 11 and Year 12. The study of a language requires continuity; as such, students considering undertaking the study of a language in Years 11 and 12 are required to study this language throughout Years 9 and 10. Students are not able to change languages at Year 9.

24 |


| 25


Music - Offered in Semester One Elective #1 Academic Music Essentials Pre-requisite – students must learn an instrument The year 9 Music Elective – Academic Music Essentials, is designed for musicians who are serious about the academic rigor found in Music Performance. This course is underpinned by a deep dive into the live concert experience and establishing the essential theoretical tools required to have a strong pathway towards creating music for group performance. All students undertaking this subject should be learning an instrument. • M usic Theory – personalised program appropriate to individual levels – AMEB exams available as required • A ural Training – personalised program appropriate to individual levels using digital software • M usic Arranging – If the class was your House Band, how would you arrange a song for it? Group performance • Live Concert Experience – Evening concerts in Melbourne’s CBD • M usicology – analysis and historical research of music heard at live concerts • S olo Performance – own choice of performance piece, to be agreed upon with instrumental teacher, to be performed in week 6

26 |


Music - Offered in Semester One Elective #2 Musicianship and Performance Pre-requisite – students must have completed Elective #1 – Academic Music Essentials The Year 9 Music Elective – Musicianship and Performance, is designed for students who have had a live concert experience and are performing as soloists and/or ensemble musicians. Students take the foundation skills learned in Elective #1 and apply them to even more sophisticated tasks, always keeping their own personal aural and theoretical development on track with the aid of digital software. Building on their arranging skills, students can elect to compose an original work, or arrange music for any ensemble setting. Students will work both independently and in small groups. Certainly, there is scope for significant extension in this subject. • S olo Performance + practice techniques – extension on skills learned in Elective #1 • Group Performance • Music Research Project – guided enquiry based on live concert experience • Music Arranging and Composition – extension on skills learned in Elective #1 • Listening analysis – the elements of music • Musicianship and AMEB Music Theory

| 27


Performing Arts - Offered in Semester Two Year 9 Performing Arts provides students the opportunity to creatively and imaginatively engage with theatrical performance both as an actor and through the use of production roles. Through this unit, students will work both individually and in a range of groups to interpret a script for performance. Students will then research and trial possibilities to re-contextualise the piece with the assistance of theatre technologies. In Year 9 performing Arts, students have the opportunity to act, as well as learn how to operate a sound and lighting desk, and explore creative design possibilities through the use of costume, set and properties. Students will also complete a variety of written and reflective tasks. Areas of Study: • Modern and Post Modern Theatrical styles • Production Roles; Acting, Sound, Lighting, Set, Properties, Costume • Analysis and reflection of performance Resources: • Resources to be purchased as per the booklist.

Assessment Students will be assessed on written work in the form of a series of short answer questions and a workbook documenting their creative process. They are also assessed on their contribution and application of a production role (costume, sound, lighting, set, properties, acting). Through these assessments, students engage with the skills of researching, reflection, evaluation and justification. Pathway to future study The study of Performing Arts at Year 9 leads to the study of VCE Theatre Studies in Years 10 to 12.

28 |


Food Studies - Offered in Semester Two Subject Description Students will develop an understanding of the running of a café from both a business and a financial perspective, as well as from a practical and managerial perspective. They will develop and extend their practical skills in the kitchen, through the cooking and preparation of a variety of café foods and beverages. Students will learn about the practicalities and advantages of successfully running a small business such as a cafe, as well as marketing and budgeting strategies. Areas of Study Commerce and finance and the financial knowledge required in the running of a small business. Food Technology: the development of a range of cookery skills required in the preparation of a range of café style foods. Assessment •

The establishment of small business brochure

Written finance test

Student’s performance assessment of working at the School Café

Resources Food For You - Middle Secondary Book 2 Food For You - Middle Secondary Book 2 - Student Workbook Pathway to future study Year 9 Café Skills leads to VCE VET Hospitality in Years 10 to 12.

| 29


The Cube The Cube is the name provided for the Year 9 elective program: a visionary program that seeks to transform the learning experience for students. The Cube is designed through a number of principles: • The experience of learning (Experience) • Trans-disciplinary learning (Subject Areas) • Complex skill development (Skill) Some 20 electives are provided for students to choose from as part of the study program at Year 9; each one term in duration. Units provide different opportunities to experience both breadth and depth in a range of areas of interest that bridge the divide between what might traditionally be considered the disciplines of knowledge. Each subject is designed through a 3 x 3 matrix ensuring scope and diversity through the Cube.

30 |


Experience Integral to learning is the purpose of the undertaking. Electives are designed to engage students in purposeful learning that invites them to shape their new understanding, skills and knowledge by applying their learning through a series of formats.

Some types of assessment in each subject might include: Essay • Written work in which students try out ideas and arguments, supported by evidence. Poster presentation • Posters can be used for assessment of parts of students’ work and, at the same time, introduce the idea of academic conference posters. Posters can be a good way for individual students or groups to display designs, or the results of an investigative project. Written report • Methodically written account of a project or investigation Case studies • Describes a scenario and asks students to respond as the scene changes Practicum • Assessment of practical skills in an authentic setting Project • In-depth exploration of a topic or field Reflective journal or blog • As methods of developing an awareness of processes, reflective journals and blogs serve a very useful purpose and reveal a wealth of student knowledge and skills not detected by other methods, especially those that concentrate on outcomes. These tasks need to be carefully designed as they can be very time consuming to grade.

| 31


Subject Areas The traditional subject areas provide the body of knowledge from which each elective unit is designed, offering the chance to explore the depths of a particular area or to explore the application of skills and knowledge across disciplines. • English

Includes Literature • Mathematics • Science

Includes Biology, Chemistry, Physics, Psychology • Humanities

Includes Geography, History, Business Management, Accounting, Economics, Legal Studies and Politics • Health & Physical Education

Includes Outdoor Education • Technology Art & Design

Includes Computing, Software Development, Art, Visual Communication & Design, Media and Food Studies

• Music

32 |


Skill The skillset of the 21st century requires the nurturing of skills that require the integration of the ‘what’ with the ‘how’: knowledge alone is no longer sufficient, nor are skills in isolation. Effective skills now require the integration of ‘what we know’ with ‘how we demonstrate’. Electives in the Cube will be structured and assessed through the lens of the 6Cs: • Collaboration

The capacity to work interdependently and synergistically in teams with strong interpersonal and team-related skills including effective management of team dynamics, making substantive decisions together, and learning from contributing to the learning of others. • Character

Qualities of the individual essential for being personally effective in a complex world including: grit, ethics, reliability and, integrity. • Contribution

Thinking as global citizens and being prepared to act locally in the consideration of global issues based on a deep understanding of diverse values with genuine interest in engaging with others to solves complex problems that impact human and environmental sustainability. • Creativity

Having an ‘entrepreneurial or innovative eye for economic, social, artistic and other opportunities, asking the right questions to generate new ideas, and demonstrate leadership to pursue those ideas into practice. • Communication

Mastery of fluencies such as digital, writing, human cues and speaking tailored for a range of audiences. • Critical Thinking

| 33

Able to critically evaluate information and arguments, seeing patterns and connections, construction of meaningful knowledge and applying it in the real world.


Year 9 Cube Elective Subjects - Semester One Michael Jordan and Nike: Economics of the Sports Star  Why is it that sport is so pervasive in society today? How has the sport star become the king in our day to day lives? Why do I choose Nike over Adidas? This subject is an inquiry into the rise of the ‘SportStar’ and how it links and shapes our sport dominant popular culture in modern Australia. From its roots and the emergence of Nike’s transformative relationship with Michael Jordan to now ‘knowing’ superstars through social media, students will be asked to think critically on how sport shapes their own and others’ lives. Experiences: Evaluate, Analyse, Reflect Subject Areas/Pathways:  Economics, History, English 6C’s: Critical Thinking, Collaboration, Contribution

Assassinations, Lies and Presidents: Espionage 101 Is James Bond actually based on a real person? How close are we all to nuclear apocalypse and whose finger is on the button? Was there ever such thing as a ‘shoephone’? This subject peels back the curtain of normality that rules the modern world to expose the real people playing the ultimate game. Students will be asked to critically examine and ask questions of presidential decisions and ask ‘do we really know what is going on’? From the Cuban Missile Crisis to 007; this subject is all about finding what is lurking beneath the surface of classified documents and governmental red tape. Experiences: Hypothesise, Evaluate, Generate Subject Areas/Pathways: English, History, Science 6c’s: Contribution, Creative Thinking, Character

Think like a computer: Algorithms and data structures Tackle problems using decomposition and abstraction, then learn to build and evaluate solutions making use of sequence, selection and iteration.  Students will design and build an interface for a small business. It will encompass design thinking skills to research issues and define problems, and incorporate computational thinking to create testable solutions Experiences: Publish, Evaluate, Reflect Subject Areas/Pathways:  Applied Computing, Mathematics, Business Management 6C’s: Creativity, Collaboration, Communication

34 |


Year 9 Cube Elective Subjects - Semester One Do you really use 10% of your brain? Get ready to debunk the myths and analyse the facts about the thing between your ears. Students learn how the brain works and what happens when we change its structure. From looking at the impact of concussion injuries on elite athletes to how sleep deprivation changes the way we learn and remember, students are challenged to ask and answer questions about how their own habits may influence the health of the most important organ in the body. Experiences: Create, Reflect, Evaluate Subject Areas/Pathways: Science, Psychology, Health 6C’s: Character, Communication, Critical Thinking

Journalism 101 Get ready to write like a journalist. In an era where the amount of information we have access to is often overwhelming; how do we know what is real news, what is fake news, how do we share the news that matters most with those who need to hear it, and how are online mediums and disruptive technologies changing the way news is produced and consumed? Students will create, edit and publish their own works, enhance their communication skills and look at the way in which news, democracy and society are inextricably linked. Experiences: Create, Reflect, Publish Subject Areas/Pathways: English, Politics, Media 6C’s: Collaboration, Creativity, Communication

ARTificial Intelligence – Why greatness cannot be planned Great art has always involved some form bending, blending and breaking – whether materials, concepts or genres – where the final outcome may not be clear at the outset. A computer is just the latest tool to inject creative messiness into the artistic process. What are the possibilities for AI, machine learning or generative systems when creating artworks? What happens to the artistic voice when aspects of creativity are developed with a machine, when the human role might move from physical generation, to guiding and shaping systems, possibilities and outcomes? How different are the options available to us now through software when compared to other approaches throughout history? Ultimately, how can new tools – and the surprises they may offer - be used to maximise creativity? Students will explore a range of platforms to create, mutate and generate a variety of artistic works. Experiences: Reflect, Evaluate, Create/Generate Subject Areas/Pathways: VCD, Art, Media, Computing 6C’s: Critical Thinking, Creativity, Collaboration

| 35


Year 9 Cube Elective Subjects - Semester One Art or crime? From tagging to graffiti to street art. What’s the difference? You scribble your nickname in texta on public transport. You paint a political slogan on a wall to protest a government policy. You craft an exquisite piece of art along a train line. What are the motivations, boundaries and justifications for these activities? Is there an overlap? Students will explore the history of street art through key artists and will undertake a series of lessons to learn various stencil techniques. Their final artworks will be projection mapped for a public outcome. Experiences: Evaluate, Create/Generate, Publish Subject Areas/Pathways: Art, History, VCD 6C’s: Communication, Creativity, Collaboration

The Great Outdoors An exploration of our use of the outdoors for leisure activities. Students will research and experience various recreational activities that will challenge their physical and mental strength, while requiring team work and communication. We will investigate the impact of this use and strategies to minimise disruption to the natural environment. Experiences: Create, Reflect, Predict Subject Areas/Pathways: Health & Physical Education, Geography, English 6C’s: Character, Communication, Collaboration

Sports Coaching and Leadership Discover the characteristics of a great coach or world leader. Why do people listen, follow and act on the instruction of these influential figures? Investigate the impact a successful coach can have, and in contrast, the devastating damage a unsuitable leader can cause. Complete online modules and put theory into practice by coaching peers and junior school students. Experiences: Evaluate, Reflect, Hypothesise Subject areas/pathways: Health & Physical Education, History, Science 6C’s: Character, Communication, Collaboration

36 |


Year 9 Cube Elective Subjects - Semester One

Global Health - Data, Disease and Innovation Have you ever wondered why Australia has the highest incidence of cancer in the world, why Japanese people live the longest or what living near a Nuclear Power plant does to your health? By looking into health from a global perspective, students discover the data used to tell stories of how an individual’s location can influence their risk of disease and the innovations that improve the lives of individuals most vulnerable to illness. Experiences: Hypothesise, Predict, Generate Subject Areas/Pathways:  Mathematics, Health, Geography, Science 6C’s: Contribution, Communication, Creativity

Market disruption and getting rich slowly Milton Friedman coined the term ‘creative destruction’, which is what drives market capitalist economies to better living standards for society. We will explore the effect of Netflix, Uber, Apple, Airtasker, AirBNB and other disrupting business models on modern society and industry, and focus on capitalism, including perils, affluence and sustainability. Alongside this we will discuss personal financial responsibilities, tax file numbers, budgeting, income and credit, personal loans, saving and investing. We will also look at the housing market, superannuation and building wealth. Experiences: Create, Reflect, Predict Subject Areas/Pathways: Business Management, Accounting 6C’s: Character, Contribution, Critical Thinking

| 37


Year 9 Cube Elective Subjects - Semester Two Spittin’ and Buildin’: Hip Hop’s Worldwide Influence Ever wondered why and how there are so many genres and subgenres of hip hop? Where do these unique sounds come from? How does Australian hip hop relate to those artists from America and Europe? This subject is an exploration into the rise of the cultural brand known as ‘hip hop’, and how different genres and artists emerged from particular social situations or environments throughout the last 30 years. Students will learn to examine and understand how important cultural movements are in shaping our own and others’ identities as people. Experiences: Reflect, Publish, Create/Generate Subject Areas/Pathways: English, History, VCD, Art 6c’s: Communication, Creativity, Character

Studio 3152 What goes into making a TV show? How many cameras? How do microphones work? All these types of questions will be answered in this immersive elective where students learn how a studio operate. Learning the art of live camera switching, sound recording, editing, and organising talent are just some of the types of problems students will solve. Experiences: Generate, Publish, Reflect Subject Areas/Pathways: Pathways into Media at 10 and VCE 6c’s: Collaboration, Creativity, Communication, Critical Thinking

Moving Beyond the Frame: Protests and Politics Modern society is full of images, visual and auditory texts. Are we equipped with the knowledge and skills required to fully appreciate how they shape and influence our lives? Students will examine how texts respond to the context in which they were created, and how artists use their creations to enact social, cultural and political change. We will analyse art forms as a tool of influence with a variety of texts, including song lyrics, art forms and multimedia texts. We will particularly examine texts from an Australian context within a global landscape, exploring how seemingly ‘everyday’ communication is integral towards defining themselves in society. Students will experience a range of choice and challenge in this course, as they will be able to bring texts of their choosing into the learning. Students will also have opportunity to create their own political art. Experience: Create, Analyse, Reflect Subject Areas/Pathways: Media, English, Art, History 6c’s: Creativity, Communication, Critical Thinking

38 |


Year 9 Cube Elective Subjects - Semester Two Data analytics and big data Acquire, analyse and validate various types of data. Consider the vast quantities of data in our everyday lives, then learn a range of techniques to manipulate data to create visualisations for an audience. Experiences: Predict, Hypothesise, Generate Subject Areas/Pathways: Applied Computing, Software Development 6C’s: Creativity, Communication, Critical Thinking

Our Planet: Can it sustain us? How will our world be the impacted by our growing population and rapid development? What catastrophic damage are we causing and is there still time to reverse it? An investigation into the behaviours that are impacting the health of our planet. Students will be challenged with developing ideas for improved sustainability across a chosen area, such as recyclables, food, power, technologies and more. Experiences: Predict, Create, Reflect Subject areas/pathways: Outdoor Education, Geography, History, Science 6C’s: Critical Thinking, Contribution, Collaboration

Social media: Connected or disconnected? With a vast array of platforms, young people, in particular, are targeted users of social media as a means of communicating with others around the world. These platforms have given everyone a voice and a ready-made audience, but is that always a good thing? Students will examine the role of global connectedness and the impact of social media in shaping identities and attitudes around the globe. We will examine the ways in which interest groups can influence decision making processes and empower social change, through the various social media platforms. Students will have the opportunity to reflect on their own use of social media and the ways in which they can participate as citizens in an inter-connected world. Experiences: Reflect, Hypothesise, Evaluate Subject areas/pathways: Health & Physical Education, Technologies, Science 6C’s: Communication, Contribution, Critical Thinking  

| 39


Year 9 Cube Elective Subjects - Semester Two Truncated Conrad Challenge: The Pitch There is no box. Come up with a new idea that addresses a local or global issue and create a product and/or service to address it. Use your entrepreneurial problemsolving skills to address challenging social, scientific and societal issues through utilising your creativity and critical-thinking skills. Come up with a concept, a business plan, a marketing plan and then pitch it! This links in, and can be a precursor to the Conrad Spirit of Innovation https://www.conradchallenge.org Experiences: Create, Evaluate, Reflect Subject Areas/Pathways: Business Management, Accounting, Economics 6C’s: Creativity, Communication, Contribution

Behind those eyes How can we capture the essence of an individual through portraiture? What is the effect of making focused creative choices before the camera clicks, compared to a more casual approach on your phone? What are the different ways in which personality, character and emotion can be captured and presented through different media? Students will learn principles of photography and how to capture the essence of their subject, working towards a public showing of their work. Experiences: Reflect, Publish, Create/Generate Subject Areas/Pathways: English, Art 6C’s: Critical Thinking, Contribution, Creativity

40 |


Year 9 Cube Elective Subjects - Semester Two

Beyond the humble stick figure How do stick figures seem real? What gives a few moving lines the ability to convey information, character and emotion? Why can something so fake actually seem so real? Well before the 3D realism of Pixar, 12 principles of animation were developed which meant that simple lines could be brought to life. Students will learn these principles and explore how they can be implemented for a variety of practical outcomes. Moving from 2D to 3D students will develop a character in clay, which they will then sculpt virtually in VR space using Tiltbrush. Once characters have been developed, students will then work on creating a virtual environment for them to inhabit. We will also examine how role of sound adds value to image through both music and sound effects. Experiences: Evaluate, Reflect, Create/Generate Subject Areas/Pathways: VCD, Art 6C’s: Creativity, Communication, Collaboration

Future Ready - Career skills and development What do people look for in an employee? What will the everyday worker look like in the future? As technology evolves, so does the expected skillset of the new wave of workers. An investigation into the necessities for planning a career, including writing a resume, preparing for interviews and understanding the options post-high school. Experiences: Hypothesise, Publish, Create/Generate Subject areas/pathways: English, Technology, History 6C’s: Character, Contribution, Communication

| 41


42 |


Assessment and Reporting – Year 9 Core Program Grades in Year 9 are awarded according to the following standards. Students are assessed on their performance against the objectives and assessment criteria established for each task.

| 43


APPENDIX A SUBJECT SELECTION PROCESS FOR MIDDLE SCHOOL This guide is designed to assist in using Web Preferences to select and submit your preferences for subjects. For any queries please contact travis.parker@knox.vic.edu.au This user guide contains the following sections: Step 1 – Logging on to Web Preferences Step 2 – Adding subject preferences Year 8 Year 9 Step 3 – Confirming subject preferences Step 4 – Printing your confirmation

Step 1 – Logging on to Web Preferences After students have decided on their subjects of choice, they may log on to Web Preferences via the link emailed to their School email account.

Click on “Log In” to proceed.

44 |


Step 2 – Adding subject preferences After reading through the information provided, click on “Add New Preferences”.

Rules for subject selection: Students need to select their electives based in preference order, with the exception of languages that is offered in preference 1. A language is optional, and runs for the entire year. All other electives run for one semester. All students will undertake 6 electives in total, and as a language runs for the entire year it will count as 2. This means that if a student wishes to study a language they will only need to select electives in preferences 2-5 (plus two reserves) on top of their language and for those students not wishing to undertake a language they must select an option for preferences 2-7 (plus two reserves). Once subjects have been selected, click on “Proceed”.

| 45


Step 3 – Confirming subject preferences A screen that lists all of the preferences selected will be displayed. If a mistake has been made click “Cancel” to begin the selection process again; however, if the display is correct you may click “Submit Valid Preferences” to continue. To change the order or preferences, click on “Reorder preferences”.

46 |


Step 4 – Printing your confirmation Finally students must print their subject preferences for parents to sign. To print, first click on “Open Print View”.

In the window that opens click “Print Receipt”.

The subject preference form, signed by both the student and parent/guardian, is to be placed in the box located in the Middle School Office. The forms are kept on file.

| 47


The Knox School CO-EDUCATIONAL | ELC TO VCE

220 Burwood Highway, Wantirna South P: 03 8805 3800 – E: info@knox.vic.edu.au www.facebook.com/knoxschool

www.knox.vic.edu.au

Profile for The Knox School

Year 9 Subject Selection Handbook 2020  

Year 9 Subject Selection Handbook 2020